FIVE MODES OF INSTRUCTION AND WAYS OF LEARNING

Boricua College

Student

Handbook

The Educational Model

FIVE MODES OF INSTRUCTION

AND

WAYS OF LEARNING

2012-2015

Manhattan Campus

3755 Broadway

New York, NY 10032

Phone: 212-694-1000

Fax: 212-694-1015

Web-site:

www.boricuacollege.edu

Bronx Campus

890 Washington Avenue

Bronx, NY 10452

Phone: 347-964-8600

Fax: 347-964-8603

Web-site:

www.boricuacollege.edu

Brooklyn Campus – Northside

186 North 6

th

Street

Brooklyn, NY 11211

Phone: 718-782-2200

Fax: 718-782-2050

Website:

www.boricuacollege.edu

Brooklyn Campus – Graham

9 Graham Avenue

Brooklyn, NY 11206

Phone: 718-963-4112

Fax: 718-963-3473

THE STUDENT HANDBOOK

This Student Handbook is designed to provide

clear and

precise

information

about

the

College’s services and resources, and the Codes

of Conduct that regulate the behavior of

students in relation to each other and other

members of the College community.

The College wishes to give credit to the student

handbooks created by other institutions that

served as a guide for this one.

Victor G. Alicea, Ph.D.

President

THIS HANDBOOK IS SUBJECT TO CHANGE

WITHOUT NOTICE AT ANY TIME AS NEEDED BY

THE COLLEGE

TABLE OF CONTENTS

The Student Handbook

Page No.

I. OVERVIEW OF THE COLLEGE

1

A. Introducing Boricua College

1

- History and Aims

1

- Mission and Goals

3

 As a Puerto Rican institution

3

 As a liberal arts institution

4

 As a non-traditional institution

4

B. Governance and Administration

4

- Board of Trustees

4

- Institutional Administration Division

5

-

Academic Administration Division

5

- Instructional Division

5

-

Student Services Division

5

- Operations and Environmental Services

Division

5

C. Modes of Instruction and Ways of

Learning

6



Individualized Instruction

7



Colloquium

7



Experiential Studies

7



Theoretical Studies

8



Cultural Studies

8



Independent Study

9



The Faculty Facilitator

9



The Learning Contract

10



The Student Assessment Portfolio

10



The Student Assessment Committees and

Page No.

D. Academic Programs

11

- Associate in Arts Degree:

Generic Studies-Liberal Arts & Sciences

Program

11

Goal

11

Objectives

12

- Bachelor of Science Degree:

Human Services Program

12

Goal

12

Objectives

12

- Master of Science Degree:

Human Services Program

13

Goal

13

Objectives

13

- Bachelor of Science Degree:

Childhood Education Program

13

Goal

13

Objectives

13

- Master of Science Degree: Teaching

Teaching English to Speakers of Other

Languages-TESOL

14

Goal

14

Objectives

14

- Bachelor of Science Degree:

Business Administration Program

15

Goal

15

Objectives

15

- Bachelor of Arts Degree:

Liberal Arts and Sciences Program

15

Goal

15

Objectives

15

- Bachelor of Arts Degree:

Inter-American Studies Program

16

Goal

16

Page No.

- Master of Arts Degree:

Latin American and Caribbean Studies

Program

17

Goal

17

Objectives

17

E. Faculty and Staff

25



Faculty

25



Staff

25

F. Students

25



Characteristics

25



Degrees Awarded

25



Admissions Rates

26



Retention Rates

26



Graduation Rates

26



Significant Achievements

26

G. Student Services

27

- Admissions Departments

27



General Admissions Requirements

28



Full-time Study

28



Special Admissions Requirements

28



Application Procedures

28

- Financial Aid Department

29



Federal and State Satisfactory Academic Progress (SAP) Criteria for Financial Aid

30



Federal and State Program Pursuit (P.P.)

Criteria for Financial Aid

31



Reinstatement of Financial Aid after

Termination

31



College Work Study (CWS)

32



Supplemental Educational Opportunity

Grant (S.E.O.G.)

32



Boricua College Scholarship (BCS)

32

Page No.

- Registration/Assessments Department

32



Academic Registration

32



Tuition and Fees

34



Refund Policy for Tuition and Fees after

Withdrawal

34



Repeated Courses

34



Transfer Students

34



Course Descriptions

35



Change of Class

35



Cancellation of Courses

35



Student-Requested Courses

35



Course Pre-Requisites

35



Independent Study

36



I.D. Cards Required to Enter the College

Facilities

36



Attendance Requirements

36



Official Withdrawal

36



Disenrollment

36



Academic Assessment

36



Re-assessment Procedures

37



Open Academic Portfolios

37



Full-Time Course Load

37



Academic Grading System

38



How to Calculate Grade Point Average

(GPA)

38



Graduation Honors

38



Boricua College Academic Progress

Policy

39

Page No.

- Student Academic Support Programs

39



Higher Educational Opportunity Program

(HEOP)

39



College Prep Program

39



Tutoring Center

39



Student Councils

40



Colloquium of Colloquia

40



Commencement Celebration

40



Alumni Organization

40

H. Library and Learning Resources

40



Basic Collections

40



Instructional Modules Collection

41



Congressional Papers of Herman Badillo

41



Puerto Rican Collection

41



Latino-Hispanic Music Collection

41



American Geographical Society Map

Collection

41



Additional Collections

42



Inner-City Library Agreement

42



Computer Laboratories and Electronic

Classrooms

42



Natural Science Laboratories

42

II. CODES OF CONDUCT

43

A. General Violations

43

B. Academic Violations

45

C. Disciplinary Procedures

46

D. College Sanctions

47

E. Initiation of Disciplinary Proceedings

49

F. College Disciplinary Panel

50

1. Scope of Authority

50

2. Composition of Panel

50

3. Hearing Guidelines

51

Page No.

4. Hearing Protocol

51

5. Panel Deliberation Procedure

52

6. Notification of Decision

53

7. Record of Proceedings

53

8. Appeal Process

53

9. Policy on Recognized Student

Organizations

54

10. Policy on Sexual Harassment

56

11. Policy on Discriminatory Harassment

58

12.

P

olicy on Academic Freedom

59

13. Policy on Alcoholic Beverages and

Illegal Drugs

59

14. Policy on the Responsibilities of

Computer Users

64

15. Policies and Guidelines for Galleries

67

16. Family Educational Rights and Privacy

Act

67

17. Policy on the Use of College Facilities

68

18. Policy on Smoking

70

19. Guidelines on Demonstrations in

College Facilities

70

20. Boricua Disability Anti-Discrimination

Complaint Procedures for Students

770

21. Boricua Disability Student Requests for Academic Adjustments Procedures

71

22. Policy on Campus Security and Crime Statistics Act

72

III. WHO’S WHO AT BORICUA COLLEGE

75

Telephone Directory

75

Institutional Administration

75

Manhattan Campus

76

Bronx Campus

78

Brooklyn Campus-Northside Center

80

I. OVERVIEW OF THE COLLEGE

A. INTRODUCING BORICUA COLLEGE

Boricua has a unique history as the first private Latino-Hispanic college on the U.S. mainland, specifically designed to meet the educational needs of Puerto Ricans and other Spanish-speaking people. Located in New York City, with its first Campus in the Brooklyn neighborhoods of Williamsburg and Greenpoint, a second Campus located in the historic Audubon Terrace of Manhattan’s Upper West Side and a third Campus in the Melrose-South Bronx section of the Bronx, the College typically enrolls over 1,200 full-time students in programs leading to an Associate in Arts, Associate in Science, Bachelor of Arts, Bachelor of Science, Master of Arts, and Master of Science degrees. The College employs one of the largest concentrations of Latino, bilingual professionals in the City of New York. Consistent with its Latino-Hispanic world view, Boricua College offers New York City a broad base of expert knowledge about the experiences of Puerto Ricans, Latino immigrants, other Caribbeans and underrepresented communities of New York City.

HISTORY AND AIMS

In the early 1970s, leaders of the Puerto Rican community founded the Puerto Rican Research and Resources Center, (PRRRC) located in Washington, D.C. to study the most pressing socio-economic problems facing the Puerto Rican community. In the course of their work, the Center’s researchers became convinced that an educational crisis lay at the root of many of the problems facing Puerto Ricans and other minorities in the United States. They judged that a college expressly directed to the needs of Puerto Ricans, offered the promise of a breakthrough for the Puerto Rican community of New York City.

In 1973, the Board of Directors of the Puerto Rican Research and Resources Center hired Dr. Victor G. Alicea to serve as its Director and head a planning team1 to develop and implement a plan for such a college in New York City. The group embodied in the plan its belief that a college serving Puerto Ricans must employ a bilingual faculty and staff, emphasize the principle of a student’s culture and history as essential in their learning, and reflect in all its activities an educational philosophy and methods carefully adapted to the needs of its unique student population. Early in its development it became clear that Boricua College’s philosophy and educational principles were also attractive to other Latinos, as well as other minority communities of New York City.

In 1974, the New York State Education Department authorized Boricua College to offer classes, and it enrolled an entering class of 67 men and women. In 1975 the College was provisionally chartered by the New York State Board of Regents to offer the Associate in Arts degree. During the following years, the College flourished with the financial and curricular support of leading institutions including the Ford Foundation, Bank Street College of Education, Pace University, and the Federal Fund for the Improvement of Post-Secondary Education.

Recognizing Boricua’s early achievements and promise, the Middle States Association Commission on Higher Education granted the College “Candidacy” status in 1976. In 1979, the New York State Board of Regents authorized Boricua College to offer courses of instruction leading to Bachelor of Science degrees in the fields of Human Services, Business Administration and Education.

In 1980, the Middle States Commission on Higher Education granted the College full Accreditation and in 1985, the College became the first private minority institution granted an Absolute

1

The planning team included Agustin Rivera, Maria Montes Morales, Julie Mathis, Gladys Correa, Hector Montes, Clarice Staff, Gerald Witherspoon, several community leaders, and others. A small group of students rounded out the planning team.

Charter by the New York State Board of Regents, and the only private Hispanic college on the U.S. mainland.

Bachelor of Arts degree programs in Inter-American Studies and General Liberal Arts and Sciences were authorized in 1985. In 1987, the Middle States Commission on Higher Education accepted the College’s Periodic Review Report and commended its quality and re-affirmed the College’s accreditation in 1993. In 1996, the New York State Board of Regents amended the College’s Charter to offer programs leading to Master of Science and Master of Arts degrees in Human Services and Latin American and Caribbean Studies. In June 2004, the Middle States Commission on Higher Education, once again, reaffirmed the College’s accreditation for the next ten years. In 2008, the College initiated a Master of Science in Teaching English to Speakers of Other Languages (TESOL).

Boricua College is a member of the Middle States Association of Colleges and Schools, N.Y. State Commission on Independent Colleges and Universities, Hispanic Association of Colleges and Universities, Association of Governing Boards of Colleges and Universities and National Association of Independent Colleges and Universities.

Boricua College has no limitations in admission or employment based on the race, sex, nationality, religion, geographical origin, or handicap of the applicant.

MISSION AND GOALS

The typical Boricua College student is from a bilingual and/or multicultural background, an adult with family and employment responsibilities. The Mission and Goals of the College are therefore rooted in three principles of institutional identity:  As a

Puerto Rican institution

, Boricua College seeks to

strengthen Puerto Rican and Latino culture through a bilingual and bicultural approach to learning. To emphasize its commitment to the inseparability of culture and education of all its students, the college offers a program of individualized instruction that aims at enhancing personal

learning styles, and takes into consideration the social, political, and economic background of its students. In so doing, it responds to the educational and economic difficulties experienced by Puerto Ricans, Hispanics, and other communities of New York City. By focusing its learning activities on solutions to problems facing these communities, the College prepares students for effective community leadership in a democratic society.

 As a

liberal arts institution

, Boricua College aims for

high standards of academic performance from both students and faculty. Its curriculum offers students a solid grounding in the principles, concepts and methods of the humanities, social and natural sciences, as well as the development of Generic intellectual, affective and psychomotor skills and competencies of each student.  As a

non-traditional institution

, Boricua offers students

the opportunity to design highly individualized learning programs that may be pursued at their own pace to meet their professional and career goals. Learning activities at Boricua are not confined within college walls. Instead, they combine in creative and stimulating ways the world of scholarship and the world of work. Boricua evaluates student progress through multiple measures that reflect the diversity of student goals and recognizes student achievements both prior to and during enrollment as worthy of academic credit.

B. GOVERNANCE AND ADMINISTRATION

The Board of Trustees is responsible for governing Boricua College through the authority vested in the President as the chief executive and academic officer of the College. The Board of Trustees is composed of a minimum of fifteen members who are representative of the civic community of New York City. It is responsible for establishing the general policies of the College that are implemented by the President.

Boricua College is organized into five Divisions, each one composed of sub-units and/or departments:

Institutional Administration Division:

 President

 Senior Vice President  Finance

 Information and Technology  Human Resources and Personnel  Development

 Legal Counsel

Academic Administration Division:

 Vice President and Chief Academic Officer

 Vice President for Academic Programming (Brooklyn Campus)  Dean Manhattan Campus

 Associate Dean Bronx Campus Center

 Associate Dean Brooklyn Campus-Graham Center  Department Chairpersons

 Coordinators of Experiential, Theoretical and Cultural Studies  Administrative and Unit Secretaries

Instructional Division:

 Generic Studies-Liberal Arts and Sciences Department  Human Services Department

 Education Department

 Business Administration Department

 Other approved programs: General Liberal Arts and Sciences, Inter-American Studies, Latin American and Caribbean Studies, Paralegal and Medical Assistance

Student Services Division:

 Admissions  Financial Aid  Bursar

 Registration & Assessments  Student Academic Supports  Library and Learning Resources

Operations and Environmental Services Division:

 Environmental Services  Maintenance

 Office Support Services

C. MODES OF INSTRUCTION AND WAYS

OF LEARNING

For most students, going to college means taking courses in an institution of higher education, attending lectures on various academic subjects such as history, physics, or math, taking examinations on those subjects at the end of each term to receive credits for successfully completed courses, and graduating when a sufficient number of credits is achieved. At Boricua College, lecture-discussion courses is one way for college students to master certain types of information. Such “theoretical studies,” however, are only one, of five distinct “Modes of Instruction” or “Ways of Learning” in which students are educated and receive academic credit at Boricua College. An explanation of each of these modes of instruction and the way they are integrated into a singular program of student growth and development are described below.

 The Educational Model

Five Modes of Instruction and Ways of Learning

 Individualized Instruction: In this mode of instruction and way

of learning every student meets individually with a "Faculty Facilitator", a full-time faculty member, for one hour per week throughout the academic cycle to plan, implement and evaluate a program of learning designed to meet that student's educational needs and career aspirations. During the first two years, individualized instruction emphasizes the development of carefully identified generic intellectual skills required for the mastery of the basic principles of knowledge of the humanities, social sciences and natural sciences. During the next two years, individualized instruction takes on a more disciplinary character as the student is facilitated to develop the breadth and depth of the intellectual skills and apply them in learning the concepts and literature of his/her field of specialization.

 Colloquium: A second unique way of learning at Boricua

involves the use of small group Colloquia. In a Colloquium, eight to ten students meet once a week with their Faculty Facilitator to exchange, share, discuss, and evaluate ideas, issues and problems related to the learning program of the group members and their goals. Of particular focus is the developing of affective skills necessary for life-long learning and acquisition of knowledge.

During the next two years the Colloquium takes on a more disciplinary character as the student is facilitated to develop the breadth and depth of the affective skills and the values inherent in the literature of their fields of specialization.

 Experiential Studies: This mode of learning involves

carefully designed structured experiences of “learning by doing.” This mode of instruction aims to develop in students awareness of how simple psychomotor skilled movements evolve into complex professional skills. The sequence begins with a Perceptual Development course, where students participate in structured field experiences that sharpen their observational, recording, analytical and evaluative abilities. It continues through Physical Development courses, where students increase their body and sensory awareness and physical abilities through yoga, aerobics, dance and martial arts. In sequence,

students then develop the Skilled and Complex instrumental movements through courses in creative arts, natural science and computer laboratories. In the next two years and beyond, the student participates in carefully designed workshops, studios and supervised internships related to their professional goals and academic disciplines.

 Theoretical Studies: Each cycle, a wide selection of

courses are offered that lead the student through a topic or body of knowledge of English, mathematics and history. These courses employ the customary techniques of lectures, discussion and written examinations.

In the previous modes of instruction the student learns by processing experiences through the intellectual and affective skills, and thus the student transforms experiences into knowledge. In Theoretical Studies courses students learn by applying their intellectual and affective skills to the subject matter thus transforming it into personal knowledge. In the Theoretical Studies courses students learn by applying their intellectual and affective skills to the subject matter thus transforming it into personal knowledge.

In the next two years and beyond, the student grows and develops further the use of the critical thinking and affective skills by applying them in learning the more specialized subject matter of the liberal arts and science disciplines and the specialized knowledge of the professions.

 Cultural Studies: Each academic cycle, courses are offered in the Humanities, Fine Arts and Languages (English and Spanish). Many of these courses focus on the unique experiences, language and history of the people of the Western Hemisphere including the United States, Puerto Rico and the contiguous islands, and the World. At Boricua College, a student’s culture is essential as the background that enriches and conditions the ways of learning and modes of instruction. Three levels of culture are particularly relevant here: (1) the archetypal elements, mostly unconscious, that motivate behaviors and identify a student

as a member of “a people”; (2) historical elements that serve as conscious icons representative of popular aspects of a particular culture and, (3) the contemporaneous elements of a culture that are being produced in the daily life of a student and his/her peers.

Affective values, skills and competencies are particularly essential in Cultural Studies. The processes of receiving, responding, valuing, and the companion internal processes of sensing, feeling and emotions provide the content for understanding and creating culture.

In the first two years at Boricua College Cultural Studies concentrates on developing the communication skills of the student in written and spoken language – English and Spanish followed by the knowledge of the Humanities or human sciences of (philosophy, literature, history, and fine arts). As in the other modes of instruction, a student learns by the competent application of intellectual, affective and psychomotor skills to process and transform the lectures and readings into personal knowledge.

 Independent Study: Under special conditions, and for qualified students, the College will allow up to three credits of Independent Study course supervised by a full-time faculty member.

No goal is more important to Boricua College than its students' success in integrating the five modes of instruction and ways of learning into a coherent pattern of educational growth and personal development. Several key features of the College's program are directed toward that goal: The Faculty Facilitator, Learning Contract, Assessment Portfolio and Academic Assessment.

 The Faculty Facilitator: Neither detailed planning nor comprehensive documentation and assessment would ensure the integration of students' learning experiences at Boricua College without the work of the Faculty Facilitator - the key figure in the College's educational program, the full-time faculty of the College.

The Learning Contract, Assessment Portfolio and Academic Assessment procedures are described in the section on Assessments.

 The Learning Contract: The task of integrated learning begins with a plan of education embodied in a Learning Contract. At the beginning of every academic cycle, each Boricua College student in consultation with a Faculty Facilitator designs a personalized Learning Contract for that term. The contract specifies the student's educational goals for the cycle, the manner in which the ways of learning and modes of instruction will be utilized to achieve those goals, and the method and criteria by which the student's progress will be assessed at the end of the term.  The Student Assessment Portfolio: At the end of each

academic cycle a comprehensive “summative” portfolio of the student’s Learning Contract and all academic work produced for each course is prepared by the student and his/her Faculty Facilitator.

Because individualized instruction is the centerpiece of Boricua College’s curriculum, a “formative” type of weekly evaluation and feedback by a student’s Faculty Facilitator continues throughout the academic cycle. The student is, therefore, continuously made aware of his/her progress towards each course’s objectives and the College’s academic criteria.

The final evaluations (The Portfolio) is the joint product of all the faculty members who worked with the student.  The Student Assessment Committees and Awarding of

Grades: The final grades are awarded by an Assessment Committee after reviewing the contents of the student’s Assessment Portfolio.

A student’s Assessment Committee is composed of his/her Faculty Facilitator and two additional Facilitators reviews the contents of the Portfolio in relation to the learning objectives in the learning contract, and the personal summary evaluation of the courses and grades

recommended by the Facilitator. The Assessment Committee has the authority to award the final grades. The grades achieved by a student varies with the quality and quantity of the work produced. If a student disagrees with the grade awarded a petition for re-assessment can be requested.

D. ACADEMIC PROGRAMS

The College’s academic programs are organized into two divisions: The Generic Studies-Liberal Arts and Sciences

Program leading to an Associate in Arts degree; and the Specialty Studies Programs leading to Bachelor of Science,

Bachelor of Arts, Master of Science, and Master of Arts degrees.

PROGRAM

CODE PROGRAM TITLE

N.Y. STATE HEGIS No.

10764 (A.A.) Generic Studies-Liberal Arts and Sciences (The Core Curriculum)

5649

79202 (B.S.) Human Services 2101

27803 (B.S.) Childhood Education (Childhood 1-6) 0802 79200 (B.S.) Business Administration 0506

20493 (M.S.) Human Services 2101

32306 32307

(M.S.) Education: Teaching English to Speakers of Other Languages (TESOL)

Bilingual Education Extension Certificate Program

1508 0899 85323 (B.A.) Liberal Arts and Sciences 4901 85322 (B.A.) Inter-American Studies 0399 20494 (M.A.) Latin American and Caribbean Studies 0308 Associates in Arts Degree: Generic Studies – Liberal Arts and

Sciences Program (HEGIS-5649): Core Curriculum

Goal: To develop in students generic intellectual, affective and

psychomotor skills, and the humanistic values necessary for understanding the knowledge of the environment as described in the Humanities, Social Sciences and Natural Sciences.

Objectives:

1. Develop self-awareness, and a sense of wholeness as a person with the values, skills and knowledge required for effective participation in a democratic society.

2. Develop mastery of a series of critical intellectual, affective and psychomotor competencies required for independent, self-paced learning.

3. Develop competency in college-level literacy (listening, reading, speaking and writing), quantitative and scientific reasoning, technological competency, artistic appreciation and performance, and physical development.

4. Develop a solid foundation in the generic principles of the humanities, social sciences and natural sciences.

5. Prepare students for continuing to an upper level bachelors programs and community leadership.

Bachelor of Science Degree: Human Services (HEGIS-2101)

Goal: To address the need for human services practitioners

who have the knowledge, skill and humanistic values to facilitate a high quality of life for all the City’s residents, especially Latinos.

Objectives:

1. To develop further the student’s intellectual, affective, and psychomotor skills and competencies necessary for life-long learning.

2. To demonstrate the knowledge, skills and values necessary for basic level human services, especially to Latinos and other underrepresented clients.

3. To demonstrate basic knowledge about core social problems, and the public policies and programs necessary for their solutions.

4. To demonstrate the skills to “Facilitate the Helping Process” for individuals, groups, families and communities, who need it, in particular to Latinos and other underrepresented citizens.

5. To expand opportunities for further professional training and leadership in the field of Human Services.

Master of Science Degree: Human Services (HEGIS-2101)

Goal: To address the needs in the City for human services

senior administrators and practitioners with the professional skills and humanistic values to facilitate a high quality of life for all the City’s residents.

Objectives:

1. To expand the intellectual, affective, and psychomotor competencies necessary for life-long learning.

2. To demonstrate senior level knowledge of interpersonal groups and community organization dynamics.

3. To provide senior level human services to individuals, groups, families, and communities.

4. To demonstrate understanding and capacity to design and implement public social welfare policies.

5. To provide leadership and supervision in social service agencies particularly those with a Latino clientele.

Bachelor of Science Degree: Childhood Education (HEGIS-0802)

Goal: To address the need in New York City for childhood

education facilitators of learning who can work with Latino and other children in the public school system.

Objectives:

1. To develop further the student’s intellectual, affective, and psychomotor competencies necessary for life-long learning.

2. To demonstrate the values, skills and knowledge necessary for teaching in the field of Childhood Education, especially to Latinos and other children. 3. To demonstrate a role model of teaching referred to as

“Facilitator of Learning” that develops the intellectual, affective and psychomotor skills of children.

4. To demonstrate competency in teaching to the State Learning Standards.

5. To demonstrate capacity to examine the cultural, social, political, linguistic, and developmental issues of Latino and other children and their effect on curriculum and teaching methods.

6. To achieve a Bachelor of Science degree opening the way for further professional training in the field of education.

Master of Science Degree: Teaching English to Speakers of Other

Languages-TESOL (HEGIS-1508)

Goal: To address the need for senior level practitioners in

facilitating learning in children of diverse cultural and linguistic backgrounds.

Objectives:

1. To expand the student intellectual, affective and psychomotor competencies necessary for life-long learning.

2. To demonstrate that children are the center of the educational curriculum.

3. To demonstrate an unwavering commitment to lead all children to achieve the State Learning Standards.

4. To demonstrate a special concern for children of diverse cultural backgrounds for whom English is a new language.

5. To demonstrate the ability to design caring and nurturing environments.

6. To facilitate children’s achievement of the highest levels of competence of their intellectual, affective and psychomotor skills and abilities.

Bachelor of Science Degree: Business Administration (HEGIS-0506)

Goal: To address the needs in the City for entry-level business

managers and decision makers who can function in the multicultural environment of New York City.

Objectives:

1. To expand the student’s intellectual, affective, and psychomotor competencies necessary for life-long learning.

2. To demonstrate a basic level of knowledge and skill in management and decision-making in the field of business.

3. To prepare students for further training in the field of business.

4. To increase the number of Puerto Ricans, Latinos and other underrepresented citizens to realize their aspirations in the field of business services.

Bachelor of Arts Degree: Liberal Arts and Sciences (HEGIS-4901)

Goal: To examine the human condition of the 21st century through an interdisciplinary approach to the liberal arts and sciences.

Objectives:

1. To further develop in students generic intellectual, affective and psychomotor skills and competencies, and effectively apply them to the learning of the liberal arts and sciences.

2. To demonstrate breadth and depth of the knowledge of the “interpretative” disciplines such as literature, history, philosophy, languages and the arts.

3. To demonstrate breadth and depth of the knowledge of the “instrumental” disciplines such as the natural sciences, social sciences and mathematics.

4. To demonstrate an understanding of the human condition and its environment.

Bachelor of Arts Degree: Inter-American Studies (HEGIS-0399)

Goal: To examine the inter-relationships of the peoples and

nations of North, Central and South America and the Caribbean with specific focus on their history, culture and migration.

Objectives:

1. To further develop in students the generic intellectual, affective and psychomotor skills, and effectively apply them to understanding Inter-American relations.

2. To South axis of

the American continents and contiguous islands.

3. To demonstrate basic competency in research and study of the literature, history, religion, philosophy and the arts within an Inter-American context.

4. To demonstrate basic competency in social science research and study of the Inter-American context. 5. To demonstrate competency for careers in civil service,

Master of Arts Degree: Latin American and Caribbean Studies (HEGIS-0308)

Goal: To develop high level research and study of the peoples

and nations of North, Central and South America and the Caribbean, from the perspective of the humanities and social sciences.

Objectives:

1. To expand the student’s intellectual, affective, and psychomotor competencies necessary for life-long learning.

2. To contribute to the base of knowledge about Latin America and the Caribbean.

3. To demonstrate the student’s skill in research and study of the humanities and social sciences in Latin American and Caribbean societies.

4. To demonstrate humanistic values and commitment to democracy and solving obstacles to peaceful coexistence among peoples of all nations.

5. To demonstrate ability to work effectively in government, international organizations, multi-national corporations, journalism, academic research and education.

E. FACULTY AND STAFF

 Faculty: The College maintains a full-time faculty of 59 members, 90% are Latino or Spanish bilingual; 49% are female and 51% male; 68% have been at the College for over ten years. In addition, the College employs 30 part-time adjunct faculty as needed. The full part-time faculty provides direct instruction for all individualized instruction courses, small group colloquia, and lecture, workshop and field internship courses.

Among the faculty 15 hold doctorate degrees and 44 have professional master degrees in their field of instruction. Several faculty members have published books and scholarly papers and participate in conferences. (Additional information in Faculty Manual).

 Staff: The College also employs over 120 full-time and part-time staff that provide institutional and academic administration, student services, library resources, academic supports, facilities management and environmental services for the four Campus Centers in Brooklyn, Manhattan and the Bronx. (Additional information in Administrative Manual).

F. STUDENTS

 Characteristics: Of 1,235 students enrolled in Fall 2012, females outnumber males 79% to 21%. The average age of the student population is 29 years, and about 80% are employed. 82.4% of the students were Puerto Rican or Latino, 12.6% were African American, 2.0% were White non-Hispanic, and 3.0% from other ethnic backgrounds. Boricua has one of the highest percentages of Latino students among New York State’s independent colleges. Boricua College was specifically planned to serve the adult student thus most courses are scheduled at the convenience of the students’ schedules, 10:00 a.m. to 8:30 p.m., Monday through Saturday.

 Degrees Awarded: As of June 2012 the College has awarded a total of 9,698 degrees, increasing steadily since its early years:

Academic Programs

Degrees Awarded A.A. Generic Studies-Liberal Arts and Sciences 5,097 B.S. Human Services 1,936 M.S. Human Services 146 B.S. Childhood Education 1,589 M.S. Education TESOL 41 B.S. Business Administration 698 B.A. & M.A.

Liberal Arts and Sciences, Latin American and Caribbean Studies

191  Admissions Rates: The total annual enrollment continues

stable at about 1,200 F.T.E. with over 300 new students each year to replace those who graduate, leave to complete degrees not offered by the College, or for other reasons.

 Retention Rates: The College regularly achieves a retention rate in the Bachelor degree programs of 66% and 59% in the freshmen/sophomore Generic Studies-LAS Program. These levels parallel that of other institutions with a similar student body. And, as is the case with adult students everywhere, many will interrupt their studies temporarily and return later to complete their degrees.  Graduation Rates: Approximately 340 students, or 29%

of the average enrollment achieve their degrees each year. About half receive an Associate degree, and many of these 40% continue to complete their Bachelor degrees.

 Significant Achievements: In Brooklyn, P.S. 257 employs seventeen of Boricua’s graduates, and at P.S. 380, twelve graduates are employed. Several graduates from the Manhattan Campus also have been appointed as school principals and assistant principals, agency directors, and one Brooklyn Campus graduate has been elected to the N.Y. State Assembly. This past year, Boricua’s Education students passed the State Certification exams above the New York State required 80%:

LAST: 94% ATSW: 94% CST: 83%

Moreover, information collected over the past six years from 848 alumni indicates other areas of institutional effectiveness. Seventy percent (70%) of the alumni reported they were employed, and a large number of the remaining 30% reported continuing their education. The employed alumni reported annual salaries that together total above $14 million resulting in tax contributions of over $2 million. Additional indicators of significant achievements by Boricua’s alumni may be found in reports available at the offices of the academic departments and department of Registration and Assessments.

G. STUDENT SERVICES

The general aim of the Student Services Division is to help, attract, admit, register and participate in maintaining a high level of retention of students and to assist them in achieving strong learning outcomes.

Student Services are delivered by the departments of: Admissions, Financial Aid, Registration and Assessments, Bursar, Student Academic Support, and Library and Learning Resources carefully coordinated with the Academic Administration, division of Instruction and other divisions of the College.

Consistent with Boricua’s holistic approach to the total student, the objectives of the student services departments are carefully coordinated with the educational model of instruction, and the Student–Faculty Facilitator partnership.

ADMISSIONS Departments have the task of achieving

planned enrollment targets, admitting students of the highest quality and abilities, with academic interests and adult characteristics congruent with the College’s mission. Personal admissions counseling is provided to ensure that prospective students have a comprehensive understanding of Boricua’s modes of instruction and ways of learning, and academic programs, as well as the support services to assist them in meeting their objectives. There are four (4) admissions departments, one at each Campus center headed by a Vice President or Director and a full complement of staff.

 General Admissions Requirements: To be eligible for admission a prospective student must be a high school graduate, or have the equivalent of a high school diploma; pass a written entrance examination, and an oral interview examination given by the faculty.

 Full-time Study: Boricua College accepts only full-time students. It is understood, however, that most Boricua students must seek employment or continue to be employed at least part-time throughout their undergraduate studies. Indeed, such employment in the form of supervised internships can often make up a vital part of the College’s educational program. A prospective student must therefore be in a position, with assistance from the Faculty Facilitators, to plan all aspects of his or her life — course-work, home, family, community service, and employment — into an integrated program of educational growth and development.

 Special Admissions Requirements: The College’s general admission requirements allow a prospective student to begin their education in the Generic Studies-Liberal Arts and Sciences program. Admission into each Bachelor degree program may require a student to fulfill additional requirements prior to or during their junior year, as determined by each academic department.

 Application Procedures: Students may begin their studies as indicated in the Academic Calendars for that year. To apply for admission to the College a prospective student must complete the following steps: (a) Submit a completed application form, together with a non-refundable fee of $25 ($100.00 for Master degree), to the Admissions Department. (b) Contact all high schools and colleges or other post-secondary institutions previously attended, and request an official academic transcript and a financial aid transcript be forwarded directly to the Admissions Department. (c) Be interviewed by an Admissions Counselor. Information about financial aid is then provided and applicants are scheduled to meet with a Financial Aid Counselor. (See also academic requirements for federal and state financial aid in the section on “Financial Aid”). (d) Complete a written diagnostic examination to guide the

faculty in designing a suitable educational program. (e) Complete an Oral Interview conducted by an Admissions Committee of faculty members who make the final decision about the prospective student’s ability to function in the College’s programs. That decision is based primarily on the committee’s judgment regarding the candidate’s academic competence and ability to devote full-time to college level studies; integrate academic, employment, family and community responsibilities into a coherent program of educational development; level of maturity, discipline, self-awareness and oral competence; genuine interest in the problems and needs of the community; interpersonal ability to participate in group learning.

Following the review of an applicant’s file, by the Director of Admissions, a written notification of the final decision is mailed to the applicant. Other detailed policies regarding admissions may be found at the Admissions Department.

FINANCIAL AID Department is charged with promoting

student access by guaranteeing that students have a complete understanding of available public and private tuition aid sources; assisting every student individually to acquire all available tuition aid for which they qualify, preparing a personal tuition award package, and assist students in long-term planning for tuition and living expenses. Annually, 100% of registered students apply for financial aid, and 90% receive some kind of financial aid. The following principles affect the awarding of financial aid: (a) Students and their families have primary responsibility for providing the maximum contribution toward the cost of the student's education. Financial aid is meant to supplement, not supplant, the family and student's contribution. (b) Institutional financial aid awards are made on the basis of combined NEED and MERIT. (c) The determination of Need and allocation of financial resources is the primary responsibility of the financial aid Director in consultation with academic administrators who determine academic Merit in accordance with State and Federal policies and regulations. (d) Given no change in a student's financial status or other circumstances, the amount of the “initial award” will serve as a minimum in subsequent years, adjusted for increases in tuition and fees, changes in public policy and

satisfactory academic progress. (e) Academic Administrators in consultation with Faculty Facilitators have the primary responsibility for defining and determining academic MERIT for a student to receive financial aid. The decision of MERIT will not be influenced by the amount of NEED that the student has demonstrated. (f) Continuation of aid is contingent upon a student’s academic progress towards their educational goal as defined by Boricua College policies, and by Federal and State regulations of Satisfactory Academic Progress (SAP) and Program Pursuit (PP).

 Federal and Satisfactory Academic Progress (SAP)

Criteria for Financial Aid: Federal and New York State

regulations for financial aid require a student to register for a minimum of 12 credits in order to be on full-time status in the Fall and Spring terms, and minimum of eight credits in the Summer term. Please note that at Boricua, all curricula leading to degrees require registration in only one course from each of the Five Ways of Learning. Satisfactory Academic Progress (SAP) to receive financial aid requires a student to achieve the grade point average (GPA) according to the tables below:

BORICUA COLLEGE

SATISFACTORY ACADEMIC PROGRESS CRITERIA (SAP) ASSOCIATE DEGREE PROGRAM

Calendar: Semester

BEFORE BEING CERTIFIED FOR THIS PAYMENT: 1st 2nd 3rd 4th 5th 6th A STUDENT MUST HAVE ACCRUED AT LEAST THIS

MANY CREDITS: 0 6 15 30 45 60

WITH AT LEAST THIS GRADE POINT AVERAGE: 0 1.5 1.8 2.0 2.0 2.0

BORICUA COLLEGE

SATISFACTORY ACADEMIC PROGRESS CRITERIA (SAP) BACHELORS DEGREE PROGRAMS

Calendar: Semester BEFORE BEING CERTIFIED

FOR THIS PAYMENT: 1st 2nd 3rd 4th 5 th

6th 7th 8th 9th 10th A STUDENT MUST HAVE

ACCRUED AT LEAST THIS MANY CREDITS:

0 6 15 30 45 60 75 90 105 120 WITH AT LEAST THIS

GRADE POINT AVERAGE: 0 1.5 1.8 2.0 2.0 2.0 2.0 2.0 2.0 2.0

TAP EMERGENCY ENACTMENT ACT Effective 2010-2011 Academic Year

 Federal and State Program Pursuit (P.P.) Criteria for

Financial Aid: Program Pursuit is defined as receiving a

passing grade in 50% of the minimum full-time course load in each term of study in the first year for which an ward is received, to 75% of the minimum full-time course load in each term of study in the second year for which an award is received, to 100% of the minimum full-time course load each term thereafter.

 Reinstatement of Financial Aid after Termination: To re-establish Good Academic Standing, a student must make up the deficiency in (SAP) Academic Progress or (P.P.) Program Pursuit requirements: (a) By completing one term of study without receipt of any Federal or N.Y. State grants or scholarships. (b) Be readmitted to the College after an absence of at least ONE calendar year. (c) Be granted a One-Time waiver based on an APPEAL for “personal hardship” according to the following procedure:

Upon written appeal by the student and supported in writing by an Academic Administrator, Chairperson of the Department and the student’s Faculty Facilitator, the Director of Financial Aid, in consultation with the Vice President of Academic Affairs, will review all data submitted to determine if the student’s Appeal for Waiver” and retain their eligibility for financial aid. The student will be notified of the decision within 30 days of receipt of the appeal. The following types of information or circumstances may be considered in determining whether the student is eligible for an Appeal or “Waiver”: Illness or death in the student’s family, illness of the student, academic or economic hardship or other mitigating circumstances.

 College Work Study (CWS): This federal program provides students with financial resources by paying them for part-time work related to their studies. Students are paid for approximately 20 hours of work per week. More than 100 Boricua students are placed in part-time jobs each year.

 Supplemental Educational Opportunity Grant (S.E.O.G.): The S.E.O.G. is designed for undergraduate students with exceptional financial need and good academic standing. Priority is given to students who receive federal grants. Students are not required to pay back any portion of this grant.

 Boricua College Scholarship (BCS): Boricua makes available about $150,000 each year for distribution to students in good academic standing.

Bursar Department at Boricua College is included among the

Student Services function for several reasons. One is the collection of tuition and fees and maintenance of each student’s financial records. Another reason is that the Bursar also designs and manages short-term payment loans for students who cannot pay their tuition at the beginning of a semester. Finally, the Bursar works closely with academic administrators, Faculty Facilitators and Financial Aid staff to help retain students.

REGISTRATION AND ASSESSMENTS Department manages

the academic records of the highly individualized academic registration and academic assessments of each student.  Academic Registration: (a) All students are required to

register Full-Time for a minimum of 12 and maximum of 16 credits each Fall and Spring cycles and up to 11 credits in Summer cycle. There are no part-time students at Boricua.

Course Categories Maximum 16 Credits

1. Individualized Instruction 2. Colloquium 3. Experiential Studies 4. Theoretical Studies 5. Cultural Studies 4 3 2-3 3 3

(b) Boricua College is a senior college, therefore, all entering students are expected to be in progress towards a Bachelor or Master degree. A student, however, may request an Associate in Arts degree after completion of 68 credits and all requirements of the Generic Studies “Core” liberal arts and sciences program. (c) First Cycle students are highly encouraged and may be required to register for no more than 12 credits in Individualized Instruction, Colloquium, Experiential Studies courses and one course from either the Theoretical or Cultural Studies sequence. (d) All students must complete at least six credits in Math, six credits in English and three credits in Natural Sciences on a satisfactory level prior to beginning of the third (3rd) year. (e) All Bachelor of Arts and Bachelor of Science degree programs require a minimum of 132 credits. However, each department or program may have additional requirements for degree completion. (f) Students must declare a major area of study by their “junior” year, and are expected to fulfill any outstanding requirements of the Generic Studies-LAS programs as well as any special requirements of the academic program for which they are applying to. (g) A faculty member who is absent is expected to make up the sessions missed, and students are expected to attend the re-scheduled classes. (h) Students are not allowed to stop attending the Individualized Instruction, Colloquium and Experiential Studies courses. A student who withdraws or stops attending the above courses may be suspended, and may not receive credits or grades for any other course attended and must repeat the courses. (i) Students are expected to follow a required pattern of communication for any concern or grievance: the Faculty Facilitator is the first contact, followed by the Chairperson, and up through the ladder of authority to the Vice President of Academic Affairs or another administrator appointed by the President. Ignoring this procedure may be detrimental to resolving a problem. (j) While the College makes every effort to give sound academic advice to students, it must be understood that compliance with academic rules and regulations is the responsibility of the student.

 Tuition and Fees: Tuition and fees are established each year by the Board of Trustees and are communicated to the students prior to registration. Tuition is charged for full-time study each academic cycle.

 Refund Policy for Tuition and Fees After Withdrawal: All institutions participating in the Federal Student Financial Aid program must establish (34 CFR Section 668.22) a fair and equitable refund policy for students who officially withdraw or stop attending. The College may adjust the refund policy if the student stops attending for extraordinary reasons.

FEDERAL REGULATED REFUND POLICY (Effective July 1, 1995)

Stopped Attending Student’s Award

From 0 day – 1st

Day of Classes ………. 0% of SFA From 2nd day – 1.5 week ……….. 10% of SFA From 2nd week – 4th

week ……… 50% of SFA From 5th week – 7.5 week ……… 75% of SFA From 8th week and beyond ………. 100% of SFA

 Repeated Courses: a course in which the student has already received a passing grade cannot be included in meeting full-time study requirements for State and Federal financial aid. Repeated courses may be counted toward full-time study requirements when a student has received a grade that is passing at the institution but is unacceptable for a particular degree program. (NYHESC Regulations), 3.01(e).

 Transfer Students: The College will accept a grade of “C” or above for courses transferred from another institution accredited by an appropriate accrediting agency of the United States. Because of Boricua’s unique educational model, however, these transferred courses may not substitute for the specific requirements of an academic program but may substitute for “Electives Courses,” from the Theoretical and Cultural Studies offerings. Courses over seven (7) or more years old may be rejected from consideration.

Transfer Students must complete all requirements of the Generic Studies-LAS Core Program. Those who enter, however, with an Associate in Arts Degree or 45 credits in the Liberal Arts and Sciences may be exempt or may be considered Transitional Students.

Transitional Students are required to achieve at least 15 credits in Generic Studies-LAS Program courses; with a grade point average of 2.0, complete at least one set of Individualized Instruction modules, and receive the approval of a Senior Academic Administrator assigned by the President. The Transition academic cycle is required for the purpose of orientating a new student to the College’s non-traditional educational system.

 Course Descriptions: Every course is listed by number and title, and briefly described in the College catalogue. Students can request a more complete description of the course syllabi from their Department Chairperson or Dean.  Change of Class: Within the first three weeks of classes,

students may change their registration from one course to another by submitting a Change of Class form to the Department of Registration and Assessments. Failure to do this may jeopardize grades and credits achieved.  Cancellation of Courses: In case of insufficient

registration (defined as less than 15 students) in a particular course, the College is not obligated to offer the course, however, students may be enrolled in a different course that has equal academic value.

 Student-Requested Courses: Students who need a particular course not offered in a forthcoming cycle, may consult with the appropriate Academic Administrator or Chairperson of their department and request the course. Generally Boricua will offer a course listed in the catalog if at least 15 students sign a petition requesting it.

 Course Pre-Requisites: A pre-requisite course is one that prepares a student for advanced courses in a particular discipline or profession. Pre-requisites may be waived by the department Chairperson in consultation with the Vice

President of Academic Affairs. A signed waiver form or memorandum must be filed with the Department of Registration and Assessments prior to registration.

 Independent Study: Students must consult with their Faculty Facilitators before requesting enrollment in an independent study course. All Independent Study courses must be approved by the Department Chairperson and Vice President of Academic Affairs, prior to their initiation.  I.D. Cards Required to Enter the College Facilities:

Students must carry I.D. cards at all times while on College property. The Department of Registration and Assessments distributes I.D. cards. All students must present a copy of their Tuition Charges Statement to receive, or validate an I.D. card. There is a $5.00 fee for replacement of a lost I.D. card.

 Attendance Requirements: Students are expected to attend all courses. Non-attendance will jeopardize academic achievement as well as eligibility for financial aid.  Official Withdrawal: Students who choose to withdraw

from the College after registration must complete and submit a Withdrawal form to the Department of Registration and Assessments by the date stated in the academic calendar, and participate in an exit interview.  Disenrollment: The programs of Boricua College are

designed to permit students of differing capacities to progress toward a degree at their own pace. Occasionally, a student's progress is so limited as to make disenrollment from the College clearly in the student’s and College’s best interest.

 Academic Assessment: The Academic Assessment and awarding of grades is an integral part of the educational process. It continues throughout the academic cycle through in dialogue and feedback between the student and his/her Faculty Facilitator. It culminates in a written evaluation that summarizes the student's progress toward his/her educational objectives. That final “evaluation” is the joint product of all the faculty members who have worked

with the student during the learning cycle. A comprehensive Assessment Portfolio is then produced for each student that contains the Learning Contract, work produced by the student, exams, and faculty evaluations of the student’s achievement for the term. The Assessment Portfolio is the documentary basis upon which the faculty conducts the final assessment of educational progress at Boricua. Finally, an Assessment Committee made up of the student's Faculty Facilitator and two additional Faculty Facilitators reviews the contents of the Assessment Portfolio in relation to the objectives in the learning contract, and the personal summary evaluation of the courses and grades recommended by the student’s instructional faculty. The grades achieved by a student varies with the quality and quantity of the work produced. The Assessment Committee has the authority to award the final grades.

 Re-assessment Procedures: If a student disagrees with the credits or grades awarded by the Assessment Committee, they may seek reassessment by completing a

Re-assessment Request Form in the Department of

Registration and Assessments. After reviewing the request, the Director of Registration and Assessments may meet with the Vice President of Academic Affairs who may convene a Re-Assessment Committee. The re-assessment decision reached by this committee is final and the student is notified. Students may only request reassessment for the

immediate previous cycle.

 Open Academic Portfolios: From time to time a student may not have completed academic work for a course because of unusual personal circumstances; or the student may need a few more credits in a course for graduation, or for other reasons reported in writing by the Faculty Facilitator and Chairperson of a Department. Therefore, a student’s Academic Portfolio is kept open, and in some cases re-opened, so that required work may be completed and grades are awarded retroactively.

 Full-Time Course Load: Every student is registered full time for a course load of 16 credits per cycle except first